Grade: 6 Unit: 5 Week: 3 Content: ELA Dates:3/25-3/28
Theme: How can research help e find answers to my questions?
Essential Questions:
How do I take notes?
How do I organize the information from my notes for my research paper?
How do I avoid plagiarism?
How do I create an outline?
How do I prepare a Works Cited page?
Focus Standards:
W.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2cUse appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2eEstablish and maintain a formal style.
W.6.2fProvide a concluding statement of section that follows from the information or explanation presented.
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Ongoing Standards:
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3b Maintain consistency in style and tone
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9bApply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluation the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.”).
Objectives:
TLW find sources for their topics.
TLW Works Cited pages.
TLW create outlines for their research papers.
TLW take notes from their research papers’ sources.
Assessment: Product
Works Cited page
Notes from sources
Outlines
Key Questions
What is the format for a Works Cited page?
What is the format for an outline?
How do I take notes from sources?
Observable Student Behaviors
Students will work in pairs to finalize their outlines.
Students will complete note taking.
Students will create outlines for the papers.
Vocabulary:
Note taking Outline Works Cited page
Suggested Activities:
Read pages 1028-1035 (HMU9) and have students complete activities suggested by the text and the online Resource Manager.
Provide sample outlines with errors for students to correct.
Provide sample passages from web sites and/or print sources from which students can take notes.
Have students create Works Cited pages for their papers.
This lesson activity presents how to plan a compare and contrast composition with an emphasis on comparing two topic sentences using transition words such as but, yet, and however.
W6.2b Expository Writing Explaining How
Using Thinking Maps models how to create an expository writing piece to explain how.
W6.2f Expository Writing Explaining Why
Use Thinking Maps as a critical thinking tool to guide students through: brainstorming, sequencing writing, creating paragraphs and adding rich details, adding transition words, and using peer to evaluate writing piece.
W6.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.
Theme: How can research help e find answers to my questions?
Essential Questions:
Focus Standards:
Ongoing Standards:
Objectives:
Assessment:
Product
Key Questions
Observable Student Behaviors
Vocabulary:
Note taking
Outline
Works Cited page
Suggested Activities:
Homework:
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
RESOURCES
Literary Texts
Informational Texts
Art, music, and media
Manipulatives
Games
Videos
Sight words
SMART Board lessons, Promethean lessons
- W6.2 /6.2a Compare and Contrast Writing
This lesson activity presents how to plan a compare and contrast composition with an emphasison comparing two topic sentences using transition words such as but, yet, and however.
- W6.2b Expository Writing Explaining How
Using Thinking Maps models how to create an expository writing piece to explain how.- W6.2f Expository Writing Explaining Why
Use Thinking Maps as a critical thinking tool to guide students through: brainstorming,sequencing writing, creating paragraphs and adding rich details, adding transition words, and
using peer to evaluate writing piece.
- W6.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing ashort story. Planning pages are included.
Other activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
6 Matrix
6 PAP Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4